few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Thought: This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.
Answer: C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000674

5
options: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding to round multi-digit whole numbers to any place.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
In this activity, students compare pairs of numbers with the same number of digits and the same set of digits (for example, 278 and 872, or 1,356 and 3,156). The goal is to elicit the idea that both the placement and the size of the digits matter in determining the value of a number, and that the digits in certain places matter more than others for making comparisons (MP7).
Required Materials
Materials to Gather
Number cards 0–10
Launch
Groups of 3–4
Give each group a set of cards 0–10. Ask students to remove the cards that show 10.
“What three-digit numbers can we make with 5, 7, and 3?” (357, 375, 537, 573, 735, 753)
Activity
“Work with your group to make pairs of numbers using the digits on the cards. First use 3 cards, then 4, then 5, and lastly 6. Compare each pair of numbers.”
“Think about how you go about comparing each pair of numbers.”
5 minutes: group work time
Monitor for students who:
notice that not all digits need to be compared in order to tell which number in a pair is greater
use place-value language in describing the numbers
make two numbers with the same first digit or the same first and second digits
Student Facing
Your teacher will give you a set of cards, each with a single digit, 0–9.
[IMG]
Use the cards for 2, 7, and 8 to make two different three-digit numbers. Use < or > to compare them.
\(\boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \underline{\hspace{0.5in}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}}\)
Now include the digit 1 to make two different four-digit numbers. Compare the numbers.
\(\boxed{\phantom{\frac{00}{00}}} _{\ \huge{,}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \underline{\hspace{0.5in}} \ \boxed{\phantom{\frac{00}{00}}} _{\ \huge{,}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}}\)
Shuffle the cards. Repeat what you did earlier with new cards.
Four-digit numbers
\(\boxed{\phantom{\frac{00}{00}}} _{\ \huge{,}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \underline{\hspace{0.5in}} \ \boxed{\phantom{\frac{00}{00}}} _{\ \huge{,}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}}\)
Five-digit numbers
\(\boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} _{\ \huge{,}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \underline{\hspace{0.5in}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} _{\ \huge{,}}\ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \)
Six-digit numbers
\(\boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} _{\ \huge{,}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \underline{\hspace{0.5in}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} _{\ \huge{,}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \ \boxed{\phantom{\frac{00}{00}}} \)
For each pair you compared, how did you decide which number is greater?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
When answering the question about how they compared the numbers, students may say that they “just know” which one was greater. Encourage them to think about the features of the numbers that gave them an immediate clue about the size of the numbers, or the features that they didn’t find as useful.
Activity Synthesis
Select students to display their number statements and read them. Ask if the class agrees with their comparison.
“How did you decide which number is greater? Did you compare every digit?”
Select students who wrote numbers with the same first digit (or the same first two digits) to share their number statements. Ask them to explain how they compared the numbers.
If no students mentioned that the digits in some places matter more than those in others, ask them about it.
“Did you pay attention only to some digits but not others?”
“Which ones did you prioritize? Were there any you tended to ignore?”


correct_option_index: 0